医科大学医学生健康教育培训需求度和满意度现状分析
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摘要
目的了解医学生学习《健康教育》课程的满意度、需求度现状及差异,为《健康教育》课程优化提供参考。方法以某医科大学在校临床医学生为研究对象,分析医学生对课程内容的需求度和满意度及二者差异。课程内容包括服药依从性、戒烟干预、合理膳食、心理压力管理、中医康复技术、慢性传染病健康教育、急性传染病健康教育、移动健康技术教育、运动康复指导及健康促进理论。采用频数和构成比指标进行统计描述,采用卡方检验进行健康教育课程学习情况与专业/学制之间、相关课程内容学习的需求度与学制的差异,相关课程内容学习需求度与满意度的关联比较采用秩和检验。以P <0.05为差异具有统计学意义。结果戒烟干预、合理膳食、心理压力管理、中医康复技术、慢性传染病健康教育、急性传染病健康教育、移动健康技术教育及健康促进理论八项的学习需求度在长学制医学生与五年制医学生中的总体分布位置不同(U=2.4、2.2、2.5、2.3、2.4、2.4、2.3、2.0,P均<0.05);服药依从性、戒烟干预、合理膳食、心理压力管理、慢性传染病健康教育、急性传染病健康教育、移动健康技术教育及运动康复指导八项的满意度与需求度之间的总体位置分布不同(U=6.2、5.2、7.2、9.2、5.9、6.1、2.1、3.2,P均<0.05);不同学制的医学生对于慢性病人、老年人、孕产妇、传染病人、高危人群和职业暴露人群的健康教育重点关注人群侧重有所不同,其差异具有统计学意义(χ~2=8.9、14.2、9.9、6.9、23.9、17.8,P均<0.05);在教学方式上,不同学制的医学生对于教师课堂讲授和小组讨论的偏好上的差异具有统计学意义(χ~2=6.3、9.5,P均<0.05)。结论当前健康教育课程的教学内容和结构未能完全满足不同学制、年级医学生的学习需求,需要对课程教学内容、教学方式和开设时间进行进一步的优化设计。
Objective To discuss the optimization direction of education courses on lifestyle and health from the perspective of medical students, and to apply the reformed courses to future clinical work. Methods Questionnaires are distributed among medical students on campus to survey learning needs and satisfaction for this course. Course contents include drug compliance, smoking cessation intervention, balanced diet, mental stress management, application of Chinese traditional rehabilitation medicine, health education of chronic infectious disease, health education of acute infectious disease, mobile health technology education, the guidance of exercise rehabilitation and the theory of health promotion.Frequency and constituent ratio indexes were used for statistical description, and Wilcoxon signed-ranked test and chi-square test were used to compare the correlation between course learning and length of schooling. Results Our results showed that for medical students there are statistical differences between demand and satisfaction of drug compliance, smoking cessation intervention, balanced diet, mental stress management, chronic infectious disease health education, acute infectious disease health education, mobile health technology education and the guidance of exercise rehabilitation(U = 6.2、5.2、7.2、9.2、5.9、6.1、2.1、3.2,P < 0.05); Concern about the needs toward course contents, five-year medical students and long-term medical students show differences on smoking cessation intervention, balanced diet, mental stress management, application of Chinese traditional rehabilitation medicine, chronic infectious disease health education, acute infectious disease health education, mobile health technology education and the theory of health promotion(U = 2.4、2.2、2.5、2.3、2.4、2.4、2.3、2.0,P < 0.05); For the health education toward chronic patients, the elderly, maternal, infectious disease, highrisk populations and occupational exposure population the difference of five-year medical students and long-term medical students is statistically significant(χ~2= 8.9、14.2、9.9、6.9、23.9、17.8,P < 0.05). In the method of teaching, fiveyear medical students and long-term medical students also show some difference on teacher lectures and group discussions( χ~2= 6.3, 9.5, P < 0.05). Conclusion At present, the teaching of education courses on lifestyle and health fails to meet the demands of medical students, and the curriculum reform need to consider about the course content, teaching method and opening time.
Objective To discuss the optimization direction of education courses on lifestyle and health from the perspective of medical students, and to apply the reformed courses to future clinical work. Methods Questionnaires are distributed among medical students on campus to survey learning needs and satisfaction for this course. Course contents include drug compliance, smoking cessation intervention, balanced diet, mental stress management, application of Chinese traditional rehabilitation medicine, health education of chronic infectious disease, health education of acute infectious disease, mobile health technology education, the guidance of exercise rehabilitation and the theory of health promotion.Frequency and constituent ratio indexes were used for statistical description, and Wilcoxon signed-ranked test and chi-square test were used to compare the correlation between course learning and length of schooling. Results Our results showed that for medical students there are statistical differences between demand and satisfaction of drug compliance, smoking cessation intervention, balanced diet, mental stress management, chronic infectious disease health education, acute infectious disease health education, mobile health technology education and the guidance of exercise rehabilitation(U = 6.2、5.2、7.2、9.2、5.9、6.1、2.1、3.2,P < 0.05); Concern about the needs toward course contents, five-year medical students and long-term medical students show differences on smoking cessation intervention, balanced diet, mental stress management, application of Chinese traditional rehabilitation medicine, chronic infectious disease health education, acute infectious disease health education, mobile health technology education and the theory of health promotion(U = 2.4、2.2、2.5、2.3、2.4、2.4、2.3、2.0,P < 0.05); For the health education toward chronic patients, the elderly, maternal, infectious disease, highrisk populations and occupational exposure population the difference of five-year medical students and long-term medical students is statistically significant(χ~2= 8.9、14.2、9.9、6.9、23.9、17.8,P < 0.05). In the method of teaching, fiveyear medical students and long-term medical students also show some difference on teacher lectures and group discussions( χ~2= 6.3, 9.5, P < 0.05). Conclusion At present, the teaching of education courses on lifestyle and health fails to meet the demands of medical students, and the curriculum reform need to consider about the course content, teaching method and opening time.
引文
[1]彭青渝.军医大学临床医学五年制本科健康教育课程设置的研究[D].重庆:第三军医大学,2007.
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[3]陈阳,程雪莲,唐贵忠,等.基于《“健康中国2030”规划纲要》背景的健康教育创新机制探讨[J].中国健康教育,2018,34(1):71-73.
[4]董春玲.大学生健康教育探索与实践[J].中国医学教育技术,2016,30(6):735-737.
[5]赵秉元,李天罡,张蕾,等.高校健康教育模式及优化对策研究进展[J].中国健康教育,2018,34(2):155-158.
[6]张澜,董泽俣.基于大学生健康素养发展的健康教育研究[J].锦州医科大学学报(社会科学版),2018,16(3):28-30.
[2]彭青渝.医学院校健康教育课程发展趋势[J].中国健康教育,2008,24(3):234-235.
[3]陈阳,程雪莲,唐贵忠,等.基于《“健康中国2030”规划纲要》背景的健康教育创新机制探讨[J].中国健康教育,2018,34(1):71-73.
[4]董春玲.大学生健康教育探索与实践[J].中国医学教育技术,2016,30(6):735-737.
[5]赵秉元,李天罡,张蕾,等.高校健康教育模式及优化对策研究进展[J].中国健康教育,2018,34(2):155-158.
[6]张澜,董泽俣.基于大学生健康素养发展的健康教育研究[J].锦州医科大学学报(社会科学版),2018,16(3):28-30.